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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
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Abstract:
The Canadian government implemented the Language Instruction for Newcomers to Canada (LINC) program to help immigrants integrate into Canada. However, research indicates that the LINC program fails to achieve its integrative goals. Using Fairclough’s analytical concepts of genre, discourse and style, this article closely examines a unit of LINC lesson plans to understand how they advance an understanding integration among classroom stakeholders (Canadian teachers and immigrant students). The analysis reveals that the LINC curriculum proliferates inequality between Canadians and newcomers by fostering an assimilative orientation that subjugates immigrants as problematic Others. Immigrants are expected to conform to dominant Canadian ways of being and ways using language. This article calls for a rethinking of integration by identifying possibilities for resistance that could shift immigrants’ positioning and reduce discrimination. This could occur through better recognizing bias and dominance, and through acknowledging and validating newcomers’ ways of speaking and interacting. ; Créé par le Gouvernement canadien, le Cours de Langue pour les Immigrants au Canada (CLIC – LINC en anglais) a pour but de faciliter l’intégration des immigrants établis au Canada. Cependent, des résultats de recherche signalent que le programme CLIC n’atteint pas ses buts d’intégration des immigrants. Utilisant les concepts analytiques de genre, de discours et de style de Fairclough, cet article examine de près un module de plusieurs plans de cours CLIC afin de comprendre comment ces modules visent à promouvoir l’intégration chez les parties prenantes (enseignants canadiens et étudiants immigrants) en classe. La problématique soulevée par mon analyse souligne que le programme d’études CLIC prolifère l’inégalité entre les Canadiens et les nouveaux arrivants en favorisant une orientation assimilative qui subjugue les nouveaux arrivants. On s’attend à ce que les nouveaux arrivants se conforment aux façons d’être dominantes du Canada et aux façons d’utiliser la langue. Cet article nous invite à repenser l’intégration en identifiant les possibilités de résistance qui pourraient changer le positionnement des nouveaux arrivants et réduire la discrimination. Cela pourrait se produire en identifiant les préjugés et la dominance, ainsi qu’en reconnaissant et en validant les façons de parler et d’intéragir des nouveaux arrivants.
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Keyword:
Canadian Immigration; English as a Second Language; English Language Teaching; Integration; Multiculturalism
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URL: http://id.erudit.org/iderudit/1075524ar https://doi.org/10.37213/cjal.2021.28959
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Exploring Language Teachers’ Assessment Practices and Language Learners’ Perceptions towards Assessment in the Online Environment
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In: Applied Linguistics and English as a Second Language Dissertations (2021)
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Library and Information Science Integrated Language Teaching Approach and Students’ Achievement in English Grammar
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In: Library Philosophy and Practice (e-journal) (2021)
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Bombast Bombardment and Dense Syntax versus Effective Communication and Language Teaching in ESL Settings: Nigerian English Examples
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 229-242 (2021) (2021)
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Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 1 (2021); 75-91 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 1 (2021); 75-91 ; 1920-1818 ; 1481-868X (2021)
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Toward a Cultural Competence in Creative Writing Pedagogies
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1578408835816055 (2020)
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Truly, Madly, Deeply: Adverbs and ELLs
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In: Faculty Publications (2020)
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The Development of Interactive English Speaking Abilities in a Japanese University Context ...
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Linguistic shame and shaming: teacher awareness and English language teaching in Sri Lanka
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Communicative Competence: The Role of Grammar in Teaching English as a Second Language
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2020)
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A proposed literature-based syllabus for EAP writing
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In: Journal of Global Education and Research (2020)
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The intonation contour of non-finality revisited: implications for ESL teaching
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In: 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6) ; https://hal.archives-ouvertes.fr/hal-02099192 ; 6th International Conference on English Pronunciation: Issues and Practices (EPIP 6), May 2019, Skopje, Macedonia (2019)
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The Effectiveness of Corpus-Aided Instruction Using Lexical Bundles to Improve Academic Writing in Instructed Second Language Acquisition: A Multimethod Research Design
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1556003595087828 (2019)
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The Policy and Politics of Second Language Teaching
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1556284044333655 (2019)
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Exploring Teaching for Transfer in an Undergraduate Second Language Academic Writing Course
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu156555200671389 (2019)
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BUILDING THE NEST: HOW NATIVE ENGLISH SPEAKING TEACHERS (NESTs) IN THE TEFL FIELD DEVELOP INTERCULTURAL COMPETENCE
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In: College of Education Theses and Dissertations (2019)
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Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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